If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let students know what’s expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students’ progress.

"If you’re not feeling uncomfortable about the state of education right now, then you’re not paying attention to the pressures and challenges of technology,” said Will Richardson, a veteran educator, author and consultant, who urges educators to unlearn what they have learned around the concepts of content delivery, competition, and assessment.

A long-awaited report from the National Research Council, the policy arm of the National Academies, argues that the country cannot maintain its position as a leader in research without sustained investment in its public and private universities.

In the race to develop the classroom of the future, tech giant Promethean has taken another step forward with a new product called ActivTable, the first of the company’s products designed especially for small group learning.

Researchers are experimenting with innovative uses of technology to "transform assessment from dull misery to an enjoyable process of mastery." They call it “stealth assessment" -- a system in which students would spend their time in the classroom solving problems, mastering complex projects, or even conducting experiments through a technological interface: via interactive lessons and simulations, digital instruments, and, above all, games. Information about an individual student’s approach, persistence, and problem-solving strategies, in addition to their answers, would be collected over time, generating much more detailed and valid evidence about a student’s skills and knowledge than a one-shot test.

By Frank Catalano - Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses

After reading the Faculty Focus Special Report “Social Media Usage Trends Among Higher Education Faculty” I was spurred to share a best practice regarding the use of technology in the classroom. Stephen S. Davis, PhD is the director of faculty development at Ohio University, Heritage College of Osteopathic Medicine.

Research suggests that making material harder to learn by, for example, using unfamiliar fonts, "can improve long-term learning and retention." In other words, when students encounter cognitive disfluency, and have to put in more work in processing the material, it may sink in more deeply.

This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...

Competency-based education could be a game-changer for adult students. Yet despite the backing of powerful supporters, colleges have been reluctant to go all-in because they are unsure whether accreditors and the federal government will give the nod to degree programs that look nothing like the traditional college model.

This may soon change, however. Southern New Hampshire University is poised to launch a $5,000 online, competency-based associate degree that would be the first to blow up the credit hour. Adding to the momentum might be a “Dear Colleague” letter the U.S. Department of Education plans to distribute this week. Observers predict that the letter, a form of regulatory guidance, would give accreditors and colleges some clarity about the department’s stance on competency-based education, and would increase confidence that those programs can be eligible for federal aid.

This paper examines the current state of competency-based postsecondary education in the U.S., profiling the various types of competency-based, or competency-focused, models that currently exist, the extent to which these programs assess for student competencies or learning outcomes, and the extent to which these programs operate outside of a credit-based system.

Students' world of interaction, communication, and exploration is increasingly mobile and as that begins to pervade education, so the expectations of students are changing regarding their learning. Instructors must also change how they integrate the use of the technology in their models of instruction. Teachers should be encouraged to develop different mindsets of understanding of the technology and how it changes things for instruction.

EPIC 2020, the movie, is a dramatization of the technology trends that in the remainder of this decade will eliminate college tuition and degrees. New innovative business models in online learning will generate revenues...

By William Durden -- Imagine the moment when [anywhere, anytime] completion exams permit a person to assemble learning from a variety of academic institutions and life experiences to complete a degree. At that moment, the monopoly of institutions over source and cost loosens, and the student gains control of how knowledge is to be gained and at what price. At that moment, the sources of learning are severed from credentialing. At that moment, American higher education is radically changed.

Competency-based higher education’s time may have arrived, but no college has gone all-in with a degree program that qualifies for federal aid and is based on competency rather than time in class. Colleges blame regulatory barriers for the hold-up. The U.S. Education Department and accreditors point fingers at each other for allegedly stymieing progress. But they also say the door is open for colleges to walk through ...

Ken concludes– "if we provide more “guide on the side” instead of “sage on the stage,” teaching them more about how to fish for what they need and less about feeding them a morsel at a time, we will be pleasantly surprised with the outcome. These children want to learn."

Peabody, Vanderbilt Brain Institute launch nation’s first doctorate in educational neuroscience. Vanderbilt is launching the country's first doctorate in the emerging field of educational neuroscience.

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